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101.
102.
Conclusion Like most of the industrialized nations of the world, Japan is undergoing changes in its occupational structure, in its societal values about work and achievement, and in the demographics of its work force. These changes have different types of impact on the career development of young workers, initial entry and reentry women, and older workers.As greater clarity is established on how these populations differ between and within groups, Japan's policy-makers have become aware that different types of intervention programs must be developed and implemented for each of these groups. However, there is not a sufficient number of counselors, who are trained to deal with the career development and transition to work issues presented by each of these groups, to respond to the growing needs for career counseling and career guidance across the nation. Clearly, a national agenda for serving a work force in Japan which is aging, diversifying, and entering and adjusting to an occupational environment which is itself in flux must include major attention to counselor preparation, research in career development across the life-span, and the development and testing of career development programs tailored to multiple individual and group needs. 相似文献
103.
Stephen J. Bavolek Ph.D. Donald F. Kline Ph.D. John A. McLaughlin Ed.D. Phyllis R. Publicover Ph.D. 《Child abuse & neglect》1979,3(3-4)
Based on the result of the study, the following conclusions are made:
- 1. 1. The parenting inventory developed has adequate levels of content validity, construct validity, internal reliability, and stability over time.
- 2. 2. Approximately 13% (150) of the adolescents responding to the inventory had factor scores -1 or more standard deviations below the group mean. It is concluded that the further the score deviates below the mean, the greater the risk the adolescent becomes for practicing abusive parenting behaviors.
- 3. 3. Abused adolescents have significantly lower mean scores than non-identified abused adolescents, suggesting that abused adolescents espress attitudes towards parenting and child-rearing which are similar to the parenting and child-rearing practices of abusive parents.
- 4. 4. Female adolescents, whether members of the abused or non-identified abused group, have higher mean scores than abused or non-identified abused male adolescents. The results suggest that male adolescents of both groups express more abusive parenting attitudes than females of both groups.
- 5. 5. Each of the four group parenting constructs can effectively be used to discriminate between abused and non-identified abused adolescents. Construct B:
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104.
105.
Patricia A. Deleo M.S.L.I.S. M.S. Instruction/Reference Librarian Susan Eichenholtz Ed.D. Assistant Professor Adrienne Andi Sosin Ed.D. 《The Journal of Academic Librarianship》2009,35(5):438-444
A Class Performance System (CPS) is applied as an assessment tool to assist in determining the level of information literacy knowledge already possessed by adult students enrolled in a graduate Educational Leadership and Technology program. The CPS data collected reveals that students possess varying degrees of technology expertise and information literacy skills. Study results suggest that clickers facilitate differentiated information literacy pedagogy and increase engagement for graduate students. 相似文献
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108.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
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110.
Diane Newby Ed.D. Grant Smith Ph.D. Robert Newby Ph.D. Denise Miller M.A. 《The Urban Review》1995,27(3):235-249
This study sought to determine: What influence do background characteristics of high school students have on their perceptions of teaching as a career choice? The independent variables, or background characteristics, were ethnicity, gender, the work status of parents, and grade level. Of particular interest was the extent to which African Americans were receptive to teaching as a career choice. The dependent variable of the study was students' perceptions of teaching as a career. Students perceptions were ascertained from their responses to an instrument administered to over 800 high school students. The inventory sought students' attitudes regarding: (a) the extent to which they valued teaching as a career; (b) the importance they assigned to teaching relative to other professions; (c) the influence of significant others in encouraging them to go into teaching; and (d) their desire to meet the prerequisites to becoming a teacher. Although the findings were in general those to be expected, some surprising ones were also observed. 相似文献